independent assessment scrutiny – year 7 · web viewthe year 8 re curriculum follows the...

MOOR PARK HIGH SCHOOL: CURRICULUM

Key Stage 3 Long Term Planning Year 7 2019-2020 INTENT: The year 7 RE curriculum follows the Lancashire Agreed Syllabus (2016) - ‘The search for meaning’. In the planning we have created opportunities for pupils to reflect on the material which will help their search for personal meaning. The planning provides an enquiry-based approach where at the centre is the question 'What does it mean to be human?’ exploring answers offered by religion and belief. The exploration has focused on four areas: shared human experience, living religious tradition, beliefs and values and the search for personal meaning. Pupils will develop insight into their own sense of identity and belonging relating to communities, their place within them and with reference to their exploration of religious communities. The theme question for year 7 as prescribed by Lancashire Agreed Syllabus is: ‘where do I belong?’ There will be a focus question for each unit studied. Pupils will explore the basic principles and beliefs of Hinduism (where can we see signs of belonging?), Sikhism (what builds our community?), Christianity (who is my neighbour?) and Humanism/Christianity (created or chance – how did our world begin?)

Faculty Area: Humanities – RE Year 7 Transition Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

MOOR PARK HIGH SCHOOL: CURRICULUMKnowledge Origins of Hinduism

-Who do Hindu’s believe in? - What do Hindu’s believe in?- When did Hinduism begin? - Where did Hinduism begin?- How did Hinduism begin?

Where can we see signs of belonging?Hinduism

-Why Hindus prefer to call their religion Sanatan dharma-The Hindu concept of God using analogy and symbols. -The difference between monotheism and polytheism-The different aspects of the Trimurti -Examine a selection of Hindu Gods/goddesses and what characteristics of Brahman they represent-Examine Avatars and their roles

Where can we see signs of belonging? Hinduism

-Hindu festival of Divali -How being together helps to express beliefs -The symbolism of light and the recurring theme of good overcoming evil that is found in Hindu scriptures -Explore Ramayana-Living a Hindu life: ways of worship in the Hindu Temple -What we can learn from religious communities -Describing the interior of a Mandir and express what it looks like.- Contribution the Mandir makes to the local community -The importance of the Mandir-Comparing Mandirs in India to Mandirs in Preston

Who is my neighbour?Christianity (Jesus)

-Key events of Jesus’ life-Jesus’ teaching of ‘love Thy neighbour’ and reflection of this

Who is my neighbour?Christianity (Jesus)

-Parable of the Good Samaritan and application of Love Thy Neighbour-How the parable of the Goats and Sheep teaches Christians to Love Thy Neighbour--Story of the temptation of Jesus and how this links to Lent-Sacrifice and its importance in Christianity-Concept of Agape and how this influences a Christian-Examine social injustice and the work of Christian Aid

What builds our community?

Sikhism

-Formation and development of Sikhism-Sikh beliefs about God (Waheguru)-Khanda: its meaning and significance- Guru Nanak -key events and key teachings-Importance of the Sikh Holy book-Gurdwara: key roles/features/how it helps the community

What builds our community?

Sikhism

-Langar/sewa and how this links to equality-Formation of the Khalsa/-5K’s and its significance

Created or chance – how did our world begin? Christianity (God)-Christian beliefs about creation with reference to specific teachings (Genesis 1 and 2)-Cosmological argument for the existence of God

Created or chance -how did our world begin? Christianity (God)

Non-religious views on origins of the universe-Differing view of scripture- Duty of stewardship and examples of how this might affect the attitudes and actions of a believer -Arguments for and against the existence of a creator God

Super Learning Week – 3 Days

Skills -Identify/Describe:

-Writing to explain (who, what, when, where, why and how Hinduism originated)

-To describe/explain the Hindu concept of God-Comparison: monotheism and polytheism -To create a cohesive opinion on beliefs about God with justification

- To describe/explain features of a Mandir and why they are there. - To describe/explain how the Mandir helps the local community. -Explore and analyse the festival of Divali-To compare/contrastHindu Temples in Preston and India

Identify/describe/explain/opinion/compare/contrast:One skill to be tested on each area studied

-Explain what makes Guru Nanak a significant leader?Explain beliefs about God-Explain key features of a Gurdwara-Explore how the Guru Granth Sahib is used- Explore how the Gurdwara serves the community

-Explain the 5K’s and how this affects the life of a Sikh-Develop connection and links with the content studied in the unit-Basic evaluation:Dress code question

-Compare Christian and Humanist views about the existence of God and how the world should be treated. -Explain creation story/concept of Stewardship

MOOR PARK HIGH SCHOOL: CURRICULUMConnections to

previous learning

-Pupils are expected to cover the basic concepts and beliefs of Hinduism at KS2-Baseline assessment on knowledge on Hinduism

Pupils are expected to cover the basic concepts and beliefs of Hinduism and Christianity at KS2

-Baseline assessment on knowledge on Christianity

Pupils are expected to cover the basic concepts and beliefs of Christianity at KS2

Recap knowledge (Jesus) from Autumn 2

Pupils are expected to cover the basic concepts and beliefs of Sikhism at KS2Baseline assessment on knowledge on Sikhism

Pupils are expected to cover the basic concepts and beliefs of Christianity at KS2

Baseline assessment on Creationism and Humanism

Learning material from previous topics for end of year exam

Assessment -Regular knowledge quizzes/tests linked to the PLC-Question – Is Hinduism monotheistic or polytheistic? Explain and justify your answer

-Regular knowledge quizzes/tests linked to the PLC-CAP 1: Design and write about a Hindu Temple/worship and how it serves the local community

-Regular knowledge quizzes/tests linked to the PLC-CAP 2: Are parables still relevant today?

-Regular knowledge quizzes/tests linked to the PLC-Extended writing on Guru Nanak. What makes Guru Nanak a significant leader?

-Regular knowledge quizzes/tests linked to the PLC-CAP 3: Dress code questionlinking in various content of the Sikhism unit studied

-Regular knowledge quizzes/tests linked to the PLC-Evaluation: Christianity and Humanism – Does God Exist?

End of year exam

Key Stage 3 Long Term Planning Year 8 2019-2020 INTENT: The year 8 RE curriculum follows the Lancashire Agreed Syllabus (2016) - ‘The search for meaning’. In the planning we have created opportunities for pupils to reflect on the material which will help their search for personal meaning. The planning provides an enquiry-based approach where at the centre is the question 'What does it mean to be human?’ exploring answers offered by religion and belief. The exploration has focused on four areas: shared human experience, living religious tradition, beliefs and values and the search for personal meaning. Pupils will develop insight into their own sense of identity and belonging relating to communities, their place within them and with reference to their exploration of religious communities. The theme question for year 8 as prescribed by Lancashire Agreed Syllabus is: ‘What guides us?’ There will be a focus question for each unit studied. The first unit to be studied is ‘what can we learn from religious leaders? In this unit pupils will learn the impact some religious leaders have had on religion and society. Jesus, Prophet Muhammed (pbuh), Moses and the Buddha will be studied. The focus question for the second unit is ’what is the truth?’ Pupils will investigate the meaning and truth within Christianity studying the concept of God, the Trinity, The Bible, different types of revelation, the afterlife, resurrection, miracles and the creed.

Faculty Area: Humanities - RE Year 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

MOOR PARK HIGH SCHOOL: CURRICULUMKnowledge What can we learn from religious

leaders?(Christianity: Jesus)

-Key events of Jesus’ life-Old Testament teachings on the messiah-Arguments for and against Jesus as the messiah-Why disciples followed Jesus-Gospel teachings-What different Jewish groups thought of the Messiah-Miracles as evidence for and against Jesus as the messiah-Crucifixion and resurrection

What can we learn from religious leaders?

(Christianity: JesusIslam: Prophet Muhammad

(pbuh)

-Radical/revolutionary Jesus-What can we learn from Jesus? -Key events in the life of the Prophet Muhammed (pbuh)-Key teachings of Prophet Muhammed (pbuh)

What can we learn from religious leaders? (Islam: Prophet

Muhammad pbuhJudaism: Moses)

-What can we learn from Prophet Muhammed (pbuh)? -Similarities and differences between Jesus and Prophet Muhammed (pbuh) -Key events in the life of Moses-Key teachings of Moses -What can we learn from Moses?

What can we learn from religious

leaders?(Buddhism: Buddha)

-Key events in the life of the Buddha -Key teachings of the Buddha including the universal principles/four noble truths and the eightfold path.-What can we learn from the Buddha?

What is the truth?(Christianity)

-Belief in God. Characteristics of God and evidence from scripture to support this.-Trinity: all three aspects of the trinity studied -Definitions and examples of special and general revelation from the Bible-Literal and metaphorical interpretation of the Bible-Miracles performed by Jesus and its validity-Modern miracles studied

What is the truth?Christianity

-Apostles creed-Alternative explanations of the resurrection-Heaven and hell

-Revision for end of year exam


MOOR PARK HIGH SCHOOL: CURRICULUMSkills Explore/describe/explain:

-Key events of Jesus’ life-Most important events to Christians-Different accounts of the Crucifixion and resurrection of Jesus

Examine:-Scriptures related to the Messiah-Jewish qualities of a Messiah-Arguments for and against Jesus as the Messiah

Why:-Jesus suffered-Someone may want to follow Jesus (Disciples/Gospels)-Christians believe some events of Jesus’ life hold more significance and relevance

Examine: -Sacred texts on what is revolutionary and/or radical about some of Jesus’ teachings-Scripture linked to the key teachings of Prophet Muhammad (pbuh)-How the Prophet Muhammed (pbuh) was treated by people in Mecca and why?

Explore/Describe/Explain:-Key events in the life of Prophet Muhammed (pbuh)-Key teachings of Prophet Muhammed (pbuh) including belief in one God and life after death

Reflect/opinion:-What can we learn from Jesus?

Explore/describe/Explain:-Key events of Moses’ life

Compare/contrast:-Key events of Jesus and Prophet Muhammed (pbuh)

Reflect/opinion: -What can we learn from Moses? -What can we learn from Prophet Muhammed (pbuh)?

Why?-What event has had more impact or is more significant?

Explore/describeExplain:-Key events of Buddha’s life. Enlightenment/universal principles/four noble truths/eightfold path.

Examine: -Scripture linked to Buddha’s key teachings

Reflection/Evaluation: -Do teachings of the Buddha have any relevance in the modern world?Arguments for and against this with a justified conclusion

Examine/Describe/Explain:-Christian beliefs about God-Beliefs about the Trinity-Whether Christianity is monotheistic or polytheistic-Different miracles performed by Jesus-A modern miracle-What miracles teach Christians about Jesus and God

Compare and contrast:-Special and general revelation-Different interpretations of the Bible (literal and metaphorical) -Different miracles-The Bible to another holy book

Opinion/Reflection:-Which miracle studied is personal favourite and why? -Do miracles happen today?

Evaluate: ‘The Bible was written by so many people that it cannot be true.’

Explain/Examine/describe -What happened to Jesus? Resurrection, crucifixion-What is the Apostles Creed? -What happens when we die?

Compare and contrast:-Different beliefs about the resurrection of Jesus

Reflect/opinion;What do you think happens when we die?

Connections to previous learning

Baseline assessment on all key leaders to be completed in first lesson.

Year 7 Spring 1 Jesus’ life and teachings

Crucifixion and resurrection

Mind map baseline assessment completed on

Prophet Muhammed (pbuh)

Mind map baseline assessment completed on Moses

Year 8 Autumn 1 and 2 Jesus Year 7 Autumn 2 Life and teachings of Jesus

Mind map baseline assessment completed on Buddha

Year 8: Autumn 1 and 2 and Spring 1 Linking all leaders to see overall impact and what can be learnt from them?

Year 7 Autumn 1Monotheism and polytheism – recap on what the terms mean

Year 8 – Autumn 1 Miracles

Year 8 Autumn term 1 Jesus

Year 7 Autumn term 2Homework completed on Jesus in Islam

End of year exam - revisiting all units studied

Assessment -Regular knowledge quizzes/tests linked to the PLC

-Regular knowledge quizzes/tests linked to the


-Regular knowledge quizzes/tests linked to

-Regular knowledge quizzes/tests linked


MOOR PARK HIGH SCHOOL: CURRICULUM-Why is the crucifixion and resurrection so important to Christians?-Do you think Jesus was the Messiah the Jews were waiting for? Use evidence to support the points made

PLC-CAP 1: Extended writing:Who was/is Jesus?

PLC-Similarities and difference between Jesus and Muhammed (pbuh)-CAP 2: Diagnostic testing on Prophet Muhammed (pbuh) -Newspaper article on Moses

the PLC-CAP 3: Evaluation question/extended writing: ‘The teachings of Buddha have no relevance today.’

to the PLC-Compare special and general revelation using examples. Which one has more impact and why?

the PLC-High stakes testing-End of year exam testing content and skills from all units studied in year 8

Key Stage 3 Long Term Planning Year 9 2019-2020 INTENT: The year 9 RE curriculum follows the Lancashire Agreed Syllabus (2016) - ‘The search for meaning’. In the planning we have created opportunities for pupils to reflect on the material which will help their search for personal meaning. The planning provides an enquiry-based approach where at the centre is the question 'What does it mean to be human?’ exploring answers offered by religion and belief. The exploration has focused on four areas: shared human experience, living religious tradition, beliefs and values and the search for personal meaning. Pupils will develop insight into their own sense of identity and belonging relating to communities, their place within them and with reference to their exploration of religious communities. The theme question for year 9 as prescribed by Lancashire Agreed Syllabus is: ‘where can we seek the truth and find meaning?’ There will be a focus question for each unit studied. The first unit to be studied is ‘how should a British Muslim lead a morally good life? In this unit pupils will develop an understanding of the key Islamic beliefs about God and the importance of the Sunnah, Qur’an and the Hadith in guiding Muslims. They will investigate Islamic beliefs on how to lead a moral and charitable life. They will also explore differing attitudes and interpretations on what it means to be a Muslim in modern Britain, including issues such as modesty and the role of women. The focus question for the second unit is ‘how should a British Christian lead a morally good life?’ Pupils will investigate the key Christian beliefs about God and the importance of the Bible and Jesus in guiding Christians. They will investigate Christian beliefs on how to lead a moral and charitable life. They will explore differing attitudes and interpretations on what it means to be a Christian in modern Britain including looking at Christian charities and the Church’s response to world poverty.

Faculty Area: Humanities – RE

Year 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

MOOR PARK HIGH SCHOOL: CURRICULUMKnowledge How should a British Muslim

lead a morally good life?(Islam)

-Diversity in Islam; Sunni/Shia split-Belief about God/Tawhid/shirk-Shahadah and Ten obligatory acts -Prayer (Salah) – How and Why Muslims pray-Zakat, what it is and why it is given-Different types of Charity – Lilah/Sadaqat as well as Zakat and their benefits -How does all the content above allow Muslims to lead a morally good life?

How should a British Muslim lead a morally

good life?(Islam)

-Ramadan/Saum – the origins, benefits, drawbacks and exceptions-Why the night of power is important to Muslims

-Role and significance of Pilgrimage to Makkah/Hajj-Origins, influence and significance of Jihad-The difference between greater and lesser Jihad

How should a British Muslim lead a morally

good life?(Islam)

-Festival of Eid-ul-Fitr: how and why it is celebrated -Festival of Eid-ul-Adha: how and why it is celebrated

-Festival of Ashura: how and why it is celebrated-Teaching and beliefs of Prophet Muhammed (pbuh)-Consider what it means to live as a Muslim

Revision

How should a British Christian lead a morally

good life?(Christianity)

-Beliefs about God/Qualities of God -Different types of worship

-Nature and use prayer and its significance - To understand the Lord’s Prayer -Meaning, role and significance of sacraments for Christians-Significance of baptismDifference between infant and adult baptism

How should a British Christian lead a morally

good life?(Christianity)

-Eucharist and how it is celebrated

-Role and importance of pilgrimage, including contrasting examples of Lourdes and Iona-Role and importance of festivals -Festival of Christmas: why and how it is celebrated -Festival of Easter: why and how it is celebrated -Role of the church in the local community -Work of Church pastors -Place of mission and evangelism in the Church

How should a British Christian lead a

morally good life?(Christianity)

-Strategies to encourage Church growth

-The role of the Church in working for reconciliation.Understand the problems of persecution of Christians.-Understand the Church’s response to world poverty -Understand the work and motivation of three Christian charities

End of year exam

MOOR PARK HIGH SCHOOL: CURRICULUMSkills Explore/Describe/Explain:

-Concept of Tawhid/shirk-The first three pillars of Islam

Examine: -The importance of each pillar and how this influences Muslims todayCompare and contrast:-Different forms of Charity

Reflect/why:-How the content studied leads Muslims to lead a morally good life.

Explore/describe/explain: -The fourth and fifth pillar of Islam -Explain how the night of power changes the routine of many Muslims in Ramadhan

Examine: -The importance of each pillar and how that pillar influences Muslims today

Evaluate: - ‘Greater Jihad is more important than lesser Jihad.’ -‘Prayer is more beneficial than Hajj.’

Opinion:‘It is easier to observe Ramadhan in a Muslim country than it is in the UK’ – provide detailed reasons for your opinion.

Reflect/why:-How the content studied leads Muslims to lead a morally good life.

Explore/describe/Explain:-Teachings from the Qur’an on the history of each festival -Some key teachings and beliefs of Prophet Muhammad (pbuh)-Some ways in which the festival is celebrated -The importance of the festivals

Examine: Stories linked with each festival

Compare and contrast:Differences between Sunni and Shia Muslims on how the festivals studied are celebrated.

Evaluate: ‘It is wrong to call Ashura a festival.’

Opinion:Which festival holds more significance today for British Muslims and why?

Reflect: -How easy or difficult is it to be a Muslim in modern Britain?-Are Islamic values compatible with British values? -What does it mean to live as a Muslim?

Explore/describe/explain:-The differences between liturgical and non-liturgical-Beliefs about God

Examine:-Lord’s prayer and its significance

Compare and contrast:-Different types of worship

Reflect/why:- ‘All Christians should be baptised’

Evaluate: -‘The most important sacrament is Baptism’

Explore/describe/Explain: - Place of mission in the Church -How an evangelist may be different to a missionary -Describe how pilgrimage might strengthen someone’s faith

Examine:-What food banks and street pastors do

Compare and contrast:-Explain two contrasting ways in which the Eucharist is celebrated.  Reflect/why:-Why is pilgrimage an act of worship? -Why might some people say that pilgrimage is not needed?

Evaluate: - ‘Easter should be the happiest time of the year for Christians.’

Opinion:- ‘The festival of Christmas had lost its true meaning.’- ‘Religion is not relevant in the modern world.’

Explore/describe/Explain:-How does the parable of the sheep and Goat influence Christians? -The teachings that influence Christians -Explain the role of Jesus in reconciling people to God-Explain two ways in which a worldwide Christian relief organisation carries out its mission overseas.

Examine: -How can Christians help people reconcile?

Compare:-Different Christian Charities studied

Evaluate:- ‘True faith is shown through helping the persecuted.’

Opinion- ‘The UK should leave poor countries to sort out their problems themselves.’

Connections to previous learning Baseline assessment completion

Year 8 Autumn 2 and Spring 1 Prophet Muhammad (pbuh) Religious Leaders unit

Year 8 Autumn 2 and Spring 1 Prophet Muhammad (pbuh) Religious Leaders unit

Year 8 Summer 1 – Belief in God

Year 7 - Autumn 2Life of Jesus

Year 8 - Autumn 1 Religious leaders(Jesus –focus on crucifixion and resurrection)

Year 7 - Spring 1-Social injustice -Parable of Goat and Sheep

End of year exam – revisit material from all units.

Assessment -Regular knowledge quizzes/tests linked to the PLC





-Regular knowledge quizzes/tests linked

MOOR PARK HIGH SCHOOL: CURRICULUM-Explain two ways in which the importance of prayer influences Muslims today-Explain two ways in which Zakat is important. Refer to Muslim teachings in your answer

CAP 1:One 4 mark contrasting, and two 5 mark explain questions

PLC-Extended question: ‘Prayer is more beneficial than Hajj.’ Evaluate this statement.-Explain how the night of power changes the routine of many Muslims during Ramadhan- ‘Greater Jihad is more beneficial than lesser Jihad.’ Evaluate this statement

the PLC-Explain contrasting ways in which the festival of Ashura is celebrated

CAP 2:End of unit assessment

PLC-Explain the difference between liturgical and non-liturgical worship- ‘All Christians should be baptised.’ Evaluate this statement

CAP 3: One 5 mark explain question and one 8-mark evaluation question

the PLC-Explain contrasting ways on which the Eucharist is celebrated.-Explain why Pilgrimage is important to Christians and why it strengthens their faith- ‘Easter should be the happiest time of the year for Christians.’ Evaluate this statement.

to the PLC-Explain two ways in which a worldwide Christian relief organization carries out its mission overseas

End of year exam


MOOR PARK HIGH SCHOOL: CURRICULUM

Key Stage 4 Long Term PlanningYear 10 2019-2020 SYLLABUS: The exam board AQA specification A (8062) is taught. Pupils sit two exams at the end of year 11. Paper 1 is the Religions paper where the two religions studied are Christianity and Islam. Paper 2 is the Themes paper where students will study four different themes and then link in the two religions (Christianity and Islam) to the areas being studied. The themes which will be studied are:Paper 2Theme A: Religion, relationships and families Theme B: Religion and lifeTheme D: Religion, peace and conflictTheme E: Religion, crime and punishment

Curriculum Area: Two religions, their key beliefs and one theme is taught over the course of the year.

Year 10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Syllabus Islam: Beliefs and teachings

Islam: Beliefs and teachings

Theme B:Religion and life

Theme B:Religion and Life

Theme D: Religion, peace and conflict

Christianity – Beliefs

Christianity: Beliefs

Knowledge Key Beliefs -The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam, including key similarities and differences

-Tawhid (the Oneness of God), Qur’an Surah 112The nature of God -Angels, their nature and role-Predestination and human freedom and its relationship to the Day of Judgement

Akhirah (life after death) Authority -Risalah (Prophethood) including the role and importance of Adam, Ibrahim and MuhammadThe Holy books: -Qur’an: revelation and authority, the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority -The imamate in Shi'a Islam: its role and significance

The origins and value of the universe The origins of the universe, including:

-Religious teachings about the origins of the universe, and different interpretations of these -The relationship between scientific views, such as the Big Bang theory, and religious views-The value of the world and the duty of human beings to protect it-The use and abuse of the environment-The use and abuse of animals, including animal experimentation and the use of animals for food

he origins and value of human life The origins of life, including:

-Religious teachings about the origins of human life and different interpretations of these-The relationship between scientific views, such as evolution, and religious views -The concepts of sanctity of life and the quality of life -Abortion including ethical arguments related to abortion and euthanasia -Beliefs about death andan afterlife, and their impact on beliefs about the value of human life

Religion, Peace and conflict: End of Topic (Started the unit in year 9)

-Weapons of Mass Destruction Holy War

-Religion as a cause of war

-Role of religion in the 21st century

-Responding to victims of war

Christianity beliefsKey beliefs-The nature of God:God as omnipotent, loving and just, and the problem of

Jesus Christ and salvation -The incarnation and Jesus as the Son of God-The crucifixion, resurrection and ascension-Sin, including original sin-The means of salvation, including law, grace and Spirit-The role of Christ in salvation including the idea of atonement

MOOR PARK HIGH SCHOOL: CURRICULUMevil and suffering-The oneness of God and the Trinity: Father, Son and Holy Spirit-Different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3)-Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell

Skills Which one of the following….andGive two reasons….andExplain contrasting views on….and Explain how…influences……andExplain two religious beliefs about…..andEvaluate the following statement….

Questions linked to the topics of the half term. A selection of question types/skills will be given, or a question type/skill may be the focus of the half term depending on the need of the pupil/class.

Which one of the following….andGive two reasons….andExplain contrasting views on….and Explain how…influences……andExplain two religious beliefs about…..andEvaluate the following statement….










Assessment -Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question

-CAP 1: Mid unit assessment 1,2,4 and 5-mark questions.

-CAP 2: 12-mark question where evaluation will be the key focus.

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 3: End of unit assessment with 1,2,4,5,12-mark question-CAP 4: Assessment on a year 9 topic – Relationships and families

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 5: Two 5-mark contrasting GCSE questions-CAP 6: 12-mark GCSE question on Euthanasia

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 7: End of unit assessment with 1,2,4,5,12-mark question-CAP 8: Assessment on Religion, Crime and Punishment (Year 9 topic)

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 9: one 4 mark and one 5 mark exam question on Religion, war and peace-CAP 10: one 12 mark exam question on Christianity - Evil and suffering. Extended

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question

-End of year exam. All topics covered from year 9 and year 10 to be tested

MOOR PARK HIGH SCHOOL: CURRICULUMwriting. Evaluation skill being the key focus

Year 10 W

ork

Super Learnin

Key Stage 4 Long Term PlanningYear 11 2019-2020 SYLLABUS:

MOOR PARK HIGH SCHOOL: CURRICULUMCurriculum Area: The exam board AQA specification A (8062) is taught. Pupils sit two exams at the end of year 11. Each exam is 1 hour 45 minutes.Paper 1 is the Religions paper where the two religions studied are Christianity and Islam. Paper 2 is the Themes paper where they will study four different themes and then link the two religions (Christianity and Islam) to the areas being studied. The themes which will be studied are:Theme A: Religion, relationships and families Theme B: Religion and lifeTheme D: Religion, peace and conflictTheme E: Religion, crime and punishment

Year 11 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1

Syllabus Islam: Practices Theme D: Religion War and

peace

Christianity beliefs recap

Christianity practices Christianity: practices Revision paper 1

Revision:Paper 2

Knowledge -Worship in Islam. The five pillars and the Ten Obligatory Acts of Shia Islam (students will study the Five Pillars and Jihad in both Sunni and Shia Islam)-The Shahadah: importance and significance-Salah and its significance including Jummah prayer and key differences between Sunni and Shia practices-Sawn and the role and significance of fasting-Zakah as a duty and ideas about Khums and Sadaqah-Hajj – places visited, and actions performed-Jihad – greater and lesser-Festivals:Eid ul-fitr – why and how it is celebratedEid ul-adha – why and how it is celebratedAshura – why and how it is celebrated

-Contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:

Violence Weapons of mass

destruction Pacifism

Religion, violence, terrorism and war-The meaning and significance of:Peace, justice, forgiveness, reconciliation, Violence, including violent protest-Terrorism-Reasons for war, including greed, self-defence and retaliation.-The just war theory, including the criteria for a just war-Holy war-Arguments for and against pacifism and religious views on pacifism

Religion and belief in 21st century conflict -Religion and belief as a cause of war and violence in the contemporary world-Nuclear weapons, including

Christianity beliefs.-Jesus-Sin-Salvation-Resurrection-Ascension

Christianity practicesWorship and festivals -Different forms of worship and their significance:liturgical, non-liturgical and informal, including the use of the Bible.-Private worship-Prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer-The role and meaning of the sacraments:-The sacrament of baptism and its significance for Christians;infant and believers' baptism; different beliefs about infant baptism-The sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning.-The role and importance of pilgrimage and celebrations

Christianity practices: The role of the church in the local and worldwide community-The role of the Church in the local community, including food banks and street pastors-The place of mission, evangelism and Church growth

The importance of the worldwide Church including:-working for reconciliationHow Christian churches respond to persecution-The work of one of the following: Catholic Agency. For Overseas Development (CAFOD), Christian Aid, Tearfund

Paper 1 Christianity beliefsChristianity PracticesIslam beliefsIslam practices

Paper 2Theme A: Religion, relationships and families Theme B: Religion and lifeTheme D: Religion, peace and conflictTheme E: Religion, crime and punishment

MOOR PARK HIGH SCHOOL: CURRICULUMnuclear deterrence-The use of weapons of mass destruction-Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching-Religious responses to the victims of war including the work of one present day religious organisation

including:two contrasting examples of Christian pilgrimage: Lourdes and Iona-The celebrations of Christmas and Easter, including their importance for Christians in Great Britain today

Skills Which one of the following….andGive two reasons….andExplain contrasting views on….and Explain how…influences……andExplain two religious beliefs about…..andEvaluate the following statement….








Rotation of practice question types linked to skills from throughout the whole programme.

Assessment -Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 1: 12-mark question. Extended writing with evaluation being the focus/CAP-CAP 2: end of unit assessment, 1,2,4,5,12-mark question

-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question.

-CAP 3: mid unit assessment 1,2,4,5, mark questions-Year 11 mock exam (CAP 4)Paper 1: Christianity beliefs and Islam beliefsPaper 2: Theme B and D

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-Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question-CAP 5: Mid unit assessment – 1,2,4,5-mark questions-Year 11 mock exam (CAP 6)Paper 1: Christianity beliefs, Christianity practices, Islam beliefs, Islam practices

Paper 2: Theme A – Religion, relationships and families Theme B – Religion and lifeTheme D – Religion, peace and conflict Theme E – Religion, Crime And

- Regular knowledge quizzes/tests linked to the PLC-Each topic identified in the knowledge section will be assessed with an exam question.-CAP 7: 12-mark exam plans from various topics

-Regular knowledge quizzes/tests linked to the PLC

MOOR PARK HIGH SCHOOL: CURRICULUMpunishment

independent assessment scrutiny – year 7 · web viewthe year 8 re curriculum follows the...

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